Student Information System Faculty Training

Train faculty to take attendance, enter grades, and access class rosters and directories in the newly adopted SIS, Blackbaud. As the lead learning designer, I developed a blended onboarding program to help faculty use the system confidently and efficiently.
Audience: Faculty
Learning Type: Blended (in-person + self-paced)
Tools: Blackbaud, Google Workspace

Highlighted Skills

• Instructional Design

• Adult Learning

Analysis

Through faculty interviews, I learned most teachers used the previous system (PowerSchool) for attendance, parent communication, and staff contact information, but 70% felt uncertain navigating it. This revealed gaps in confidence and workflow efficiency.

I established performance goals to support organizational needs for accurate data and reduced support tickets:

• Attendance: Faculty record daily attendance within 5 minutes and two clicks.

• Grades: Faculty enter checklist grades and narratives correctly by deadlines with no re-entry.

• Rosters: Faculty locate rosters and family contact info independently within 2 minutes.

These goals aligned with improving data accuracy and reducing administrative burden.

Design

Using ADDIE, I designed a modular onboarding program with two components: live demonstrations and written step-by-step guides. Sessions focused on the three core tasks, and the written guides followed adult-learning principles, emphasizing clarity, relevance, and self-directed practice.

Development

I built the instructional guides in Google Slides using screenshots, annotated visuals, and links to supplemental resources. The materials followed brand guidelines for accessibility and ease of use.

Implementation

Training was delivered during two faculty meetings, combining demonstrations with work time, Q&A, and peer support to reinforce learning.

Evaluation

The trainings surfaced system errors that were resolved immediately. Post-training results showed:

• 90% accurately completed attendance

• 85% entered grades/narratives correctly on the first attempt

• 95% accessed rosters and directories independently

Faculty valued the clarity of the instructions and visual aids, informing improvements to later materials.

Results & Reflection

This project strengthened my skills in needs analysis, instructional design, and blended learning development. In a future corporate version, I would incorporate scenario-based practice and microlearning to enhance engagement and retention.